分配,还是承认——一种复合的教育正义观

发布时间：2018-04-16 14:36

本文选题：教育正义 + 分配正义　；参考：《教育学报》2014年02期

【摘要】：随着西方政治哲学的复兴和繁荣,分配正义几乎成为唯一被信任和推崇的正义方案。在这种背景下,教育正义也一直被分配的范式所垄断,分配范式的教育正义旨在解决教育资源的不平等占有。但在很多情况下,并非是消除不平等,而是避免源于承认期待伤害的羞辱和蔑视代表着教育正义的规范目标;不是分配平等或物品平等,而是对尊严的平等承认构成了教育正义的核心范畴。显然,由羞辱和蔑视所引发的教育不正义是分配正义所不能解决的,而必须通过承认的正义予以矫正。因此,分配的方案并不能单独完成教育的正义规范功能,教育正义的完备方案必须由分配范式和承认范式共同型构,以形成出一种复合的教育正义观。
[Abstract]:With the revival and prosperity of western political philosophy, distributive justice is almost the only one that is trusted and respected.In this context, educational justice has always been monopolized by the distributive paradigm, which aims to solve the unequal possession of educational resources.In many cases, however, it is not the elimination of inequality, but rather the avoidance of humiliation and contempt derived from the recognition that harm is expected to represent the normative objective of educational justice; not the distribution of equality or the equality of goods,But the equal recognition of dignity constitutes the core category of educational justice.Obviously, educational injustice caused by humiliation and contempt cannot be solved by distributive justice and must be rectified by acknowledged justice.Therefore, the allocated scheme can not fulfill the function of educational justice alone, and the complete scheme of educational justice must be constructed by both the distributive paradigm and the recognition paradigm in order to form a compound view of educational justice.
【作者单位】：江苏大学教师教育学院;
【基金】：江苏省教育厅高校哲学社会科学研究基金项目“制度伦理视域下的教育行政正义研究”(项目编号:2013SJB880019)成果江苏省教育科学“十二五”规划专项课题“改革开放以来江苏省教育制度与教育政策变迁的伦理分析”(课题批准号:C-b/2013/01/016)研究成果江苏大学高级技术人才科研启动基金项目“制度伦理与教育制度创新”(项目编号:12JDG124)研究成果
【分类号】：G40-059.1

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